Abstract
This study explores the mechanism through which system quality influences e-learning system acceptance. Precisely, this study aims to examine how perceived usefulness and intention to use serially mediate the impact of system quality on actual use. The data were collected from three public universities in Jordan. Structural equation modeling was employed to examine 336 questionnaires. The findings reveal that system quality significantly affects perceived usefulness and intention to use, perceived usefulness significantly affects intention to use and actual use, where the intention to use significantly affects actual use of the e-learning system as well. Furthermore, the study also confirms that system quality does not affect the e-learning system actual use directly but indirectly and serially through the two acceptance variables, perceived usefulness and intention to use. Thus, this study improves the understanding of student’s acceptance and behavior towards the e-learning system in Jordan public universities and the effect of system quality attributes on this relationship. Also, this study set certain directions for the decision-makers and university management in designing their strategies.
Highlights
Academic institutions invest in e-learning system to derive several educational and non-educational benefits; for-instance, quick access to education, learner’s flexibility to interact, greater self-efficacy, knowledge creation, and reduction in cost (Alkhawaja & Abd Halim, 2019)
This study aims to examine how perceived usefulness and intention to use serially mediate the impact of system quality on actual use
The findings reveal that system quality significantly affects perceived usefulness and intention to use, perceived usefulness significantly affects intention to use and actual use, where the intention to use significantly affects actual use of the e-learning system as well
Summary
Academic institutions invest in e-learning system to derive several educational and non-educational benefits; for-instance, quick access to education, learner’s flexibility to interact, greater self-efficacy, knowledge creation, and reduction in cost (Alkhawaja & Abd Halim, 2019). E-learning systems are advanced internetbased applications that academic staff, students, and trainers use at educational institutions. Alkhawaja et al / Contemporary Educational Technology, 2022, 14(2), ep350 as increased student learning, effective management, and reduced cost (Alkhawaja & Abd Halim, 2019; Bhuasiri et al, 2012; Hadullo et al, 2017; Kanwal & Rehman, 2017; Mwakyusa & Mwalyagile, 2016). To fill the identified research gap, this study uses the Technology Acceptance Model (TAM) of Davis (1989) expanded by the DeLone & McLean Information System Success Model (William & Ephraim, 2003) to investigate how system quality influences the actual use of e-learning systems among Jordanian students through serial mediation of the acceptance variables; perceived usefulness and intention to use
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